assessment in reader’s workshop
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S T U D E N T A C C O U N T A B I L I T YA S S E S S M E N T
Assessment in Reader’s Workshop
RESPONDING TO LITERATUREIN THE
READER’S NOTEBOOK
Student Accountability
I ask students to use task sheets when I just want them to do a
quick task during Reading Workshop time.
I want my students reading for the majority of the Workshop time and am careful not to always give them tasks that take up the entire time that should be spent reading self-selected texts from their book
box.
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
Other Ideas for Responding to Reading
make suggestions to other readers
talk about textreflect in writing question the text sketch ideas about texts write to the author book clubs inquiry projects book reviews reader’s theater blog about it
25% retell what happened- 75% react to what happened
book talks letter to teacher make a story boardmake a CLOZE activity make the book into a play re-read the book with cool
voices practice reading like a
teacher rewrite an ending
We need to remember that what we do
AFTER reading is not more important than
READING itself.
ASSESSING THE NOTEBOOKPERFORMANCE ASSESSMENTS
DRA
Assessment
http://www.scholastic.com/teachers/top_teaching/2009/11/readers-notebook
Outstanding Satisfactory Unsatisfactory
Student records all books read on his/her
reading log.
Student’s reading log reflects an appropriate
amount of books completed based on the student’s reading level.
Student accurately identifies the genre for
each book recorded.
Student is reading avariety of genres.
Student sets reading goals that will help him/her become a
better reader.
Student accurately records all handout
titles on his/herMini-Lesson Handout
Table of Contents
Student’s IDR tasks are thoughtfully written and
reflect good comprehension of the
text.
Student’s notebook is organized and in good
condition.
Reader’s Name: __________________Date: ___________
Reader’s Notebook Rubric
Performance Assessment
Kindergarten – Dana ReasnerFirst Grade – Tammy SwansonSecond Grade – Pam MatthewsThird Grade – Deanna LawrenceFourth Grade – Stacy Gildner
Teacher’s College Performance Assessmenthttp://readingandwritingproject.com/resources/assessments/performance-assessments.html
Link to New York Performance Assessmenthttp://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm
DRA
2012-13 to be used by K-1
OverviewLook through kitsDiscussion
Pros and Cons of Leveling Books for DRA
ProsProvides support for
teachers’ decisionProvides support for
readers making appropriate selections
Encourages teachers to attend to the supports and challenges in texts
Provides novice teachers with a place to start
ConsProblems with criteria
used in leveling textReaders see themselves
as a level rather than a reader
Overemphasis on decoding in leveling
Limits access to reading material
Takes ownership and responsibility away from readers
Some Final Considerations
Grading = Placing Numeric Value on Products and Processes
It is all Subjective.Grade portfolios of work, not single pieces
where possible.Involve Students!
Every minute spent assessing may be better
spent teaching if we don’t USE the information
generated.
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